A Phenomenological Research on SmartShaming and Its Impact on the Productive Skills of High-Performing Learners: Basis for Anti-Smart-Shaming Campaign
Keywords:
Smart-shaming, Productive Skills, High-Performing LearnersAbstract
Purpose. This study aimed to develop a program that would address the increasing cases of smart-shaming in Sta. Lucia National High School. It also sought to describe the smart-shaming experience of SLNHS high-performing learners, explore the contexts and situations which have influenced or affected high-performing learners’ experience of the phenomenon, and discover the impact of smart-shaming to the productive skills of high-performing learners. Design/Methodology/Approach. This study utilized a qualitative phenomenological research design to uncover the lived experiences of the participants in terms of the smart-shaming phenomenon. The informants of the study were 5 high-performing learners of Sta. Lucia National, 5 parents of the high-performing learners, and 3 English teachers of the academic year 2020-2021 who were chosen purposively. In-depth interviews with the said informants were conducted to gather the necessary data. Through Hycner’s (1999) Explicitation Process, data were analyzed. It was ensued by the development of the anti-smart-shaming campaign.
Findings. It was found out that smart-shaming negatively affects high-performing learners’ studies, self- esteem, and socialization. Emerging themes from high-performing learners’ smart-shaming experiences are smart-shaming terms, and perceived effects of smart-shaming to high-performing learners. It was also revealed that various contexts and situations may influence or affect high-performing learners’ experience of the smart- shaming phenomenon. These contexts and situations are themed as smart-shaming opportunities, types of smart-shamers, types of smart-shaming, changed views of high-performing learners, parent’s awareness of their child’s smart-shaming experiences, smart-shaming victims’ coping mechanism, and smart shaming solutions. Findings also show that the smart-shaming phenomenon creates negative impact on high-performing learners’ speaking skills while its impact to high-performing learners’ writing skills varies from person to person. Research Limitations/Implications. This study is limited to the informants’ shared experiences, feelings, and perceptions. A parallel study with a different locale may obtain varied results.
Originality/Value. There are only few studies dealing with smart- shaming and at present, there is no existing study that relates the smart-shaming phenomenon to the productive skills of high-performing learners. With this said, this research could offer a different angle of the abovementioned phenomenon that could help contribute to the findings of the existing researches.
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